TABLE 2 Henrik Johansson (Swedish...

TABLE 2

Henrik Johansson (Swedish Group-Based E-Moderating Persona)

1. Name & Portrait—

A black and white portrait photo of a smiling middle aged man with short hair and a dark shirt.

Henrik Johansson (courtesy of Lasse)

2. Personal Description—Henrik is 44 years old and lives in Västerås, one of the major cities in Sweden. He works at a public university, and travels by train to campus. Although before he begun teaching at the university, about 6-7 years ago, Henrik did not receive any teacher training, he has since participated in various professional development sessions on online teaching and learning provided in-house. He has a master’s degree as well as considerable professional experience in his subject area (health care). Initially, he taught in the traditional f2f format. Today some of his classes are f2f and some are totally online. He has approximately 4 years of experience in online teaching. He puts in 4-10 online teaching hours per week, logging on little and often. Henrik does not want to be the so called traditional teacher transferring knowledge to students, and neither does he want to take the role of the expert. Instead, he strives to be a good pedagogue, who is more of a supervisor, giving guidance and advice. Henrik does not like spoon-feeding the “correct” answers to students; instead he inspires students to find their own solutions. Henrik is married and lives with his wife and two children. In their spare time, he and his family spend time at their summer house. Henrik has a passion for designs from the 1950s.

3. Technological Skills—Henrik is fairly confident in using the university’s online course management system. Most of the time the specific features he deploys in his teaching are the (1) Discussion Board; (2) Course Documents; (3) Course Information; (4) Assignments; (5) Announcements; and, (6) Faculty Information.

4. Online Roles—Reporting a good deal of confidence in his online teaching skills, he normally applies through (1) providing feedback to the group of students on a regular basis; (2) providing personalized feedback to each student; (3) providing guidance, support, encouragement, and motivation more than sufficient; (4) providing quality resources; (5) providing quick responses; (6) setting-up online activities.

5. Online Tasks—Typical online activities that Henrik incorporates in his courses include (1) General tasks meant for everyone; (2) Specific tasks assigned to each group; (3) Problem-based activities (including games and simulations); (4) Asynchronous conferences; and, (5) Synchronous chat seminars.

6. Current Problems—Henrik reports that he has mixed feelings about the teaching habits he developed. Online teaching liberates him from certain time and location constraints associated with traditional teaching. On the other hand, he finds himself constantly working before a computer, both at the university and at home. He also admits that there may be a problem with the security level, since we can never be sure of who actually performed the tasks. Some students tend to perform their online studies “on the side” of other studies or work. Since we do not meet the students in real f2f classrooms, we do not know how they function socially. Henrik also reports a lack of understanding from his department and IT-personnel regarding the quality and quantity of support needed toward effective online teaching.

7. Professional Development Needs—Henrik reports that he needs increased collaboration with IT-technicians and designers working in multidisciplinary teams. He desires more effective and efficient IT-support. He would also welcome additional course development time, since developing online courses requires a huge amount of time, probably more so than traditional courses.

8. Desires and Goals—Henrik would like to (1) achieve an increased collaboration with IT-technicians and designers in multidisciplinary teams; (2) be given additional working hours to develop his courses both technically and pedagogi-cally; (3) receive more effective and efficient IT-support.

9. Values—Henrik’s values and beliefs on online teaching are summarized mmbelow

Feels that online teaching involves a set of skills in its own right.
Feels “closer at a distance” compared to traditional classroom teaching as he gets to know the students more as individuals.
Believes that students cannot “hide” as in the f2f format.
Enjoys the flexibility and creativity the online environment affords.
Thinks it is risky to only use one course management system (e.g. WebCT, First Class, Blackboard etc.) as this may limit creative pedagogical thinking.

A black and white portrait photo of a smiling middle aged man with short hair and a dark shirt.

Henrik Johansson (courtesy of Lasse)
1. Name & Portrait—
2. Personal Description—Henrik is 44 years old and lives in Västerås, one of the major cities in Sweden. He works at a public university, and travels by train to campus. Although before he begun teaching at the university, about 6-7 years ago, Henrik did not receive any teacher training, he has since participated in various professional development sessions on online teaching and learning provided in-house. He has a master’s degree as well as considerable professional experience in his subject area (health care). Initially, he taught in the traditional f2f format. Today some of his classes are f2f and some are totally online. He has approximately 4 years of experience in online teaching. He puts in 4-10 online teaching hours per week, logging on little and often. Henrik does not want to be the so called traditional teacher transferring knowledge to students, and neither does he want to take the role of the expert. Instead, he strives to be a good pedagogue, who is more of a supervisor, giving guidance and advice. Henrik does not like spoon-feeding the “correct” answers to students; instead he inspires students to find their own solutions. Henrik is married and lives with his wife and two children. In their spare time, he and his family spend time at their summer house. Henrik has a passion for designs from the 1950s.
3. Technological Skills—Henrik is fairly confident in using the university’s online course management system. Most of the time the specific features he deploys in his teaching are the (1) Discussion Board; (2) Course Documents; (3) Course Information; (4) Assignments; (5) Announcements; and, (6) Faculty Information.
4. Online Roles—Reporting a good deal of confidence in his online teaching skills, he normally applies through (1) providing feedback to the group of students on a regular basis; (2) providing personalized feedback to each student; (3) providing guidance, support, encouragement, and motivation more than sufficient; (4) providing quality resources; (5) providing quick responses; (6) setting-up online activities.
5. Online Tasks—Typical online activities that Henrik incorporates in his courses include (1) General tasks meant for everyone; (2) Specific tasks assigned to each group; (3) Problem-based activities (including games and simulations); (4) Asynchronous conferences; and, (5) Synchronous chat seminars.
6. Current Problems—Henrik reports that he has mixed feelings about the teaching habits he developed. Online teaching liberates him from certain time and location constraints associated with traditional teaching. On the other hand, he finds himself constantly working before a computer, both at the university and at home. He also admits that there may be a problem with the security level, since we can never be sure of who actually performed the tasks. Some students tend to perform their online studies “on the side” of other studies or work. Since we do not meet the students in real f2f classrooms, we do not know how they function socially. Henrik also reports a lack of understanding from his department and IT-personnel regarding the quality and quantity of support needed toward effective online teaching.
7. Professional Development Needs—Henrik reports that he needs increased collaboration with IT-technicians and designers working in multidisciplinary teams. He desires more effective and efficient IT-support. He would also welcome additional course development time, since developing online courses requires a huge amount of time, probably more so than traditional courses.
8. Desires and Goals—Henrik would like to (1) achieve an increased collaboration with IT-technicians and designers in multidisciplinary teams; (2) be given additional working hours to develop his courses both technically and pedagogi-cally; (3) receive more effective and efficient IT-support.
9. Values—Henrik’s values and beliefs on online teaching are summarized mmbelow Feels that online teaching involves a set of skills in its own right. Feels “closer at a distance” compared to traditional classroom teaching as he gets to know the students more as individuals. Believes that students cannot “hide” as in the f2f format. Enjoys the flexibility and creativity the online environment affords. Thinks it is risky to only use one course management system (e.g. WebCT, First Class, Blackboard etc.) as this may limit creative pedagogical thinking.

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